JAMIA JOURNAL OF EDUCATION

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JAMIA JOURNAL OF EDUCA TION

ISSN 2348 3490

JAMIA JOURNAL OF EDUCATION

VOLUME 4 NUMBER 01 NOVEMBER 2017

FACULTY OF EDUCATION JAMIA MILLIA ISLAMIA

NEW DELHI-110025

jamiajournalofeducation2017@gmail.com

DESIGN BY: DEEBA QURESHI

REFEREED INTERNATIONAL BIANNUAL PUBLICATION A PEER REVIEWED

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J J A A MI M I A A J J OU O U RN R NA A L L O OF F E E DU D U CA C AT TI I ON O N

- A Peer Reviewed Refereed International Biannual Publication

Volume 4 Number 1 November 2017

F

ACULTY OF

E

DUCATION JAMIAMILLIAISLAMIA

NEW DELHI –110025

INDIA

ISSN 2348-3490

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EEDIDITTOORRIIAALL BBOOAARRDD

Patron:

Talat Ahmad

Vice-Chancellor, JMI Editor in Chief:

Ilyas Husain Editors:

Harjeet Kaur Bhatia Ismat Jahan Siddiqui Co-Editors:

Gurjeet Kaur

Arshad Ikram Ahmad Advisory Board:

Alparslan Acikgenc, Turkey Joanna M. Michalak, Poland Shaheen Usmani, USA Haseen Taj, India

Mohammad Iqbal Matoo, India Aejaz Masih, India

Sara Begum, India

Syedah Fawzia Nadeem, India Waseem Ahmad Khan, India Farah Farooqui, India Surendra Pathak, India Chhaya Goyal, India Anjali Sharma, India

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ISSN 2348-3490 Jamia Journal of Education

- A Peer Reviewed Refereed International Biannual Publication

Vol. 4 No. 1 November 2017

Published by:

Faculty of Education Jamia Millia Islamia

New Delhi, INDIA.

Jamiajournalofeducation2017@gmail.com Composed by: Shahin Parveen

The results / findings / ideas expressed by the author / authors in the papers / articles published in the Jamia Journal of Education are of the author(s). The editorial board may not be responsible for the originality of the content or may not necessarily agree with them.

The authors will be responsible for any kind of plagiarism/

Copyright issues if arise.

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J J A AM MI IA A J J OU O UR RN NA AL L OF O F E E DU D UC CA AT TI IO ON N

- A Peer Reviewed Refereed International Biannual Publication

Content i-ii

V C Message iii

Editorial iv

Sr. No Author Name Page Title

1. Indira Dhull &

Pargat Singh Jathol

1 Academic stress and Personality of Adolescents studying in Senior Secondary Schools

2. Ajidagba, U. A, Saidu, Abubakar&

Ajiboye, S. K

9 Teachers‘ attitude towards Moral Development of Basic School Pupils in Ilorin South Local Government area, Kwara State, Nigeria

3. Reshma Wadhwani &

Jessy Abraham

17 Exploring the Optimum Utilization of Interactive Whiteboards in Classrooms

4. Sanni, T. A. Amosa, A. A., Danmaigoro, H.& Ajani, A. H.

31 Technology Education Students‘ Use of Web- Based Instruction for Learning: A Case of University of Ilorin, Nigeria

5. Atfa Maryam& Aejaz Masih 40 Drawing as an Assessment Tool: Possibilities and Future Perspective

6. Jannat Fatima Haider 49 Delivering Quality Primary Education in India:

Identifying Problems, Processes and Answers An analysis of the Learning Excellence Program of Pratham Education Foundation in 80 rural government schools of Haryana, India

7. Abdulrazaq Olayinka Oniye 62 Teacher and Professionalism: Understanding the Ethics, Challenges and Prospects

8. Ogunlade, Oyeronke O., Abioye, Funmilayo B., Joshua, Esther., Onojah, Amos O. &

Amosa, Abdulganiyu A

68 Undergraduates‘ Perception on the E-Learning Quality for Instruction in Selected Universities in Kwara State, Nigeria

9. Olaoye, A.K., Ibraheem, T.O., Ikwuka, F.N.

Adeyemi, E.O. &Owodele, D.A

82 Influence of Recreational Activities on Lifestyle of Students of Kwara State School of Special Needs, Ilorin, Nigeria

10. ^{Aftab Alam} & Arshad Ikram Ahmad

95 The Central Madrasa Board Act-2009: An Analytical Study

ISSN 2348-3490

Volume 4 Number 1 November 2017

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11. Sameer Babu& Sulekha Ram 102 Homework as a Reflective Formative Assessment: How Do Secondary School Students Perceive?

12. Ratika Jain& Fauzia Khan 108 Education for Secularism

13. Rashmi Mehrotra&

Shadma Yasmeen

113 Technology Savvy Students and Counselling

14. ^{Neeta Rani}& Dori Lal 122 An Analytic Study of Effectiveness of Pragati Intervention on Students‘ Learning

15. Tausif Alam & Eram Nasir 130 Cross-Disability: Challenges for Visually Impaired Pre-Service Teacher

16. Ananya Ghosh Roy & . T. Beena 136 A Study of the Legal awareness level of the Women Rights as given in the Constitution amongst the School boys and girls.

17. Habibullah Shah 145 Roles (s) of Teacher: Unpacking Ivan Illich‘s Concepts

18. Payel Thakur (Chatterjee) 153 Language as a barrier of Education

19. Diksha Kukreja 158 ICT in School Education: Bridging the Digital Divide

20. Shalini Yadava 165 Book Review: Small Teaching – Everyday Lesson from the Science of Learning

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iv EEDIDITTOORRIIAALL

Over the past several decades, teacher education has been subjected to both scathing criticism and innumerable efforts designed to reform it or to save it from being dismantled. One of the latest efforts aimed at teacher education reform in India is the recommendation of Justice Verma Commission. The commission in its recommendations has strongly emphasized the need to revamp teacher education programmes especially with reference to duration of B.Ed. programme, students‘ intake, curriculum revision, practicum and school internship, assessment and faculty qualification etc. All these recommendations were made keeping in view of improving the present school education system.

Apart from the above, in view of RTE Act which has now become one of the fundamental rights, it is now even more challenging to prepare the teachers to address diverse groups in a class in order that inclusive education can be accorded with. Besides, as per the initiatives of Ministry of Minority Affairs, a new programme has been launched for mobilising youth from minority communities who are school drop-outs and provide them with formal education and certification up to level 8^th or 10^th through National Institute of Open Schooling (NIOS) or other State open schooling systems. More than that, with 25% quota for admission of Economically Weaker Section (EWS) students in private schools, social dynamics is now changing in the classrooms.

Hence, a host of issues are emerging to cope with the above challenges. In view of this fact, Jamia Journal of Education in its 7^th issue has taken into account the broader theme as School Education and Teacher Education for its latest edition. It is quite encouraging that the ensuing journal has almost touched upon all the major issues pertaining to its broader theme by including both scholarly articles and research based papers across the world.

We believe that these write ups would definitely provide the opportunity for all concerned stakeholders to critically reflect over the issues and hence come out with creative ideas essentially needed to bring reformation in both school and teacher education systems in order that significant changes could be brought out.

EEDIDITTOORRSS

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Volume 4, Number 1, November 2017 Jamia Journal of Education

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Academic stress and Personality of Adolescents studying in Senior Secondary Schools

Indira Dhull¹ & Pargat Singh Jathol²

1Dean& ²Assistant Professor

1Academic Affairs, State University of Performing and Visual Arts, Rohtak, Haryana

2 Prarambh School for Teacher Education, Jhajjar, Haryana Email: psingh3910@gmail.com

Abstract

We all know that adolescence is the most challenging phase of an individual‟s life. It is at this stage when plethora of stressors trouble adolescent in a number of ways. One of the major causes of stress among adolescents at this point is that of academic. Researchers across the world have already alarmed about the increasing academic stress of the students in the last few decades.

Personality traits may influence a person‟s perception of or reaction to stressful situations (Vollrath, 2001) as it is considered as one of the strongest predictors of well being. The purpose of present study is to compare the academic stress of adolescents having high and low score on different personality traits. This study consists of 400 adolescents studying in 11^th and 12^th class from various Senior Secondary Schools of Haryana. Adolescents with active-passive, enthusiastic- non enthusiastic & assertive-submissive traits of personality were found to have no significant difference on their academic stress. Adolescents with suspicious-trusting, depressive-non depressive & emotional instability-emotional stability traits of personality were found to have significant difference on their academic stress. Further mean scores revealed that adolescents having suspicious, depressive and emotional instability personality traits experience more academic stress than their respective counterparts.

Introduction

Whenever we think about the stage of adolescence, two words that come in our mind are STRESS and STORM. These two phenomenons affect the decisions and direction of the life of an adolescent. Of all life-stages, except childhood, adolescence is the one most marked by rapid and potentially tumultuous transition (Williams, Holmbeck, & Greenly, 2002). We often read in newspaper about the suicides being committed by adolescents due to depression, stress, expectations, desires, relationships, conflict so on and so forth. During this most crucial stage of life adolescent face many life stressors. The most common stressors faced by most of the adolescents can be categorized into family, social (Peer) and academic.

During this phase of life a transition happens in students‘ life as they proceed from middle to secondary and from secondary to senior secondary level of the school. At this point of time they begin to feel pressure of studies in their life especially at higher secondary level. The pressure is

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sometimes exerted by parents and sometimes by school & peer group directly or indirectly. Sense of competition and selection of stream for making career also adds to this stress. Many students report feeling academic pressure to succeed from parents, teachers and society as well as competition to set themselves apart from other students. (Hains 1994). As a result the student reaches to the highest level of stress during this stage where on the other side he/she is still muddling through some major physical changes going on in the body. Wilburn and Smith (2005) found that ―academically successful students experience greater amounts of stress than do their less successful peers because more successful students feel more pressure to maintain their level of performance.‖

Some students cope up with this pressure but some of them finds it very difficult which may lead to some serious implications in their life. Elkind (2001) describes a phenomena known as ―school burnout‖ in which the chronic stresses of school become too much to bear for adolescents, often resulting in dropping out of school or turning to drugs or alcohol for relief. Jiandong Sun et al (2016) found that educational stress is common among school children especially in Asian countries. A limited amount of stress is rather motivation for the students which enables them to study more and more. However post-optimum stress is very harmful as it may lead to poor academic performance, low well being and low self-esteem. Moreover prolonged stress has the potential to cause severe psychological and physical damage.

It has also been observed that some students react to this academic stress in a very light manner and some other take it very seriously. Some of them develop coping strategies to combat this stress but some others fail to do so. This may be attributed to their home environment, peer group or personality traits. In this paper we are going to focus our attention on the last one i.e.

personality. It has been proved by many research studies that an adolescent‘s success in their educational endeavours and their socio emotional adjustment are determined by a variety of environmental experiences and personality characteristics. Personality influences the frequency of exposure to stressors, types of stressors experienced and appraisals (Vollrath 2001). This may potentially explain relationship between stress and personality of an individual.

Review of Related Literature

The study of adolescents is especially important today when the demands of a complex and rapidly changing age make hand down answers from older generations absolute. They are searching for an adult identity as well as adult acceptance, while striving to maintain peer approval (Kellough & Kellough, 2008). As young adolescents' affiliation base expands to include family and peers, feelings of conflict arise because of competing allegiances (Wiles, Bondi, & Wiles, 2006). Adolescents display symptoms of stress in a number of different forms. Academic stress is at the peak level at this stage of life. Selye (1974, 1983) reported that the longer the stress persists, the more damage it does to the adolescent's body. Some students find it an obstacle to their goals while some others think about the possible strategies to handle the academic stress. Out of a range

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of variables for varied reaction of students to academic stress one variable may be their personality traits. A study suggested that neuroticism predicts exposure to interpersonal stress and tendencies to appraise events as highly threatening and coping resources as low (Bolger & Zuckerman 1995, Grant & Langan-Fox 2007, Gunthert et al. 1999, Penley & Tomaka 2002, Suls & Martin 2005).

Conscientiousness predicts low stress exposure (Lee-Baggley et al. 2005, Vollrath 2001), probably because conscientious persons plan for predictable stressors and avoid impulsive actions that can lead to financial, health or interpersonal problems. Agreeableness is linked to low interpersonal conflict and thus less social stress (Asendorpf 1998). Unsurprisingly, high neuroticism plus low conscientiousness predicts especially high stress exposure and threat appraisals and low neuroticism plus high extraversion or high conscientiousness predicts especially low stress exposure and threat appraisals (Grant &Langan-Fox 2007, Vollrath & Torgersen 2000). All these studies indicate that academic stress needs to be studied in much more detail in relation to personality of adolescents.

Rationale of the Study

It is clear from the literature that adolescence is a period during which great differentiation takes place on the social terrain (Rose, 2005). Of all life-stages, except childhood, adolescence is the one most marked by rapid and potentially tumultuous transition (Williams, Holmbeck, & Greenly, 2002). Adolescents must therefore develop a range of mechanisms which allow them to function effectively in the phase of stress which comes about from the transition of adolescence (Byrne et al., 2007). Research studies suggest that academic stress which is often not taken seriously can have serious consequences for students and they may find it difficult to cope up with this.

In India there is a dearth of studies on academic stress itself though some studies have been conducted on stress in general. Although review of the related literature has explored that a lot of work has been done on relationship between academic stress and variables parental aspirations and parental attitude. But there were very few studies which dealt with relationship between academic stress and variables like personality. Taking cognizance of the facts stated above, the investigator visualized a need to investigate on the present problem.

Objective of the Study

To compare the academic stress of adolescents having high and low score on different personality traits.

Methodology

For the present study, Descriptive Survey method was employed.

Sample of the Study

400 adolescents studying in 11^th and 12^th class from various senior secondary schools of Haryana constituted the universe of the study. In order to draw a representative sample, eight senior secondary schools from Faridabad district of Haryana State were selected. The selection of the

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schools was done randomly by the investigator and the subjects within the schools were also selected on the basis of randomization technique of sampling.

Tools and Techniques used in the Study

The researcher has used the following tools for data collection:

1. Scale for Assessing Academic Stress (SAAS) by Uday K. Sinha, Vibha Sharma & Mahendra K.(2001)

2. Dimensional Personality Inventory by Mahesh Bhargava (2006) Statistical Techniques Used

The statistical techniques used for analyzing the data were Mean, Standard Deviation and ‗t‘ test.

Analysis and Interpretation

Differential Analysis has been used to determine if there were any statistical differences in academic stress of adolescents having different personality traits.

Table – 1: t-value between scores on Academic Stress in respect of Adolescents with Active and Passive trait of Personality

Personality Trait N Mean S.D. t-value

Academic Stress

Active 35 7.68 5.40

1.336 NS

Passive 51 9.17 4.85

A perusal of Table shows that the mean score on academic stress of adolescents having active personality trait is 7.68 with a standard deviation of 5.40. In the case of students having passive trait of personality the mean score is found to be 9.17 with a standard deviation of 4.85. These mean scores do not differ significantly because the t-value comes out to be 1.336 which is not significant even at .05 level of significance. Therefore the null hypothesis that adolescents having activity and passivity trait of personality do not differ significantly on their academic stress, is retained.

This might be due to the reason that at the stage of adolescence both active and passive type of adolescents experience same level of academic stress as they are going through the most difficult phase of their life as far as academics are concerned. Moreover, this is the crucial stage when their future in terms of profession will be decided by them.

Table – 2: t-value between scores on Academic Stress in respect of Adolescents with Enthusiastic and Non-enthusiastic trait of Personality

Enthusiastic 61 8.98 5.97

.327 NS

Non-Enthusiastic 37 8.59 5.25

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A look at Table shows that the mean score on academic stress of adolescents having enthusiastic personality trait is 8.98 with a standard deviation of 5.97. In the case of students having non- enthusiastic trait of personality the mean score is found to be 8.59 with a standard deviation of 5.25. These mean scores do not differ significantly because the t-value comes out to be .327 which is not significant even at .05 level of significance. Therefore the null hypothesis that adolescents having enthusiastic and non-enthusiastic trait of personality do not differ significantly on their academic stress, is accepted.

This may be attributed to the reason that at the stage of adolescence, generally the academic stress outshines the very essence of personality of adolescents due to many reasons. Therefore it does not matter whether an adolescent is enthusiastic or non-enthusiastic, academic stress affects both equally.

Table – 3: t-value between scores on Academic Stress in respect of Adolescents with Assertive and Submissive trait of Personality

Assertive 89 8.79 5.36

1.74 NS

Submissive 29 6.52 3.96

Table depicts that the mean score on academic stress of adolescents having assertive personality trait is 8.79 with a standard deviation of 5.36. In the case of students having submissive trait of personality the mean score is found to be 6.52 with a standard deviation of 3.96. These mean scores do not differ significantly because the t-value comes out to be 1.74 which is not significant even at .05 level of significance. Therefore the null hypothesis that adolescents having assertive and submissive trait of personality do not differ significantly on their academic stress, is retained.

The academic stress in the present day circumstances as experienced by the adolescents seems to be so overpowering that the basic inherent characteristic of personality, which defines the expression of one‘s preferences, feelings and opinions, seems to not be able to influence the academic stress.

Table -4: t-value between scores on Academic Stress in respect of Adolescents with Suspicious and Trusting trait of Personality

Suspicious 48 10.14 6.14

3.37**

Trusting 30 5.96 3.59

** significant at the 0.01 level

* significant at the 0.05 level

From the Table we may see that the mean score on academic stress of adolescents having suspicious personality trait is 10.14 with a standard deviation of 6.14. In the case of students having trusting trait of personality the mean score is found to be 5.96 with a standard deviation of 3.59. These mean scores differ significantly because the t-value comes out to be 3.37 which is

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significant at .01 level of significance. It indicates that students with suspicious and trusting personality trait differ significantly with respect to academic stress. Therefore the null hypothesis that adolescents having suspicious and trusting trait of personality do not differ significantly on their academic stress, is rejected.

It can be observed from the mean scores that adolescents with suspicious personality trait experience more academic stress as compared to trusting personality trait. It can be understood easily as we know that suspicious individuals shows the paranoid tendency which is reflected in their having no faith in others and blaming others for their failures. Due to this they become more stressed when they find it difficult to perform well in studies. Miller (1981) also found that students who were suspicious were suffering from academic stress which in turn resulted in making it difficult for them to handle social relationships.

Table – 5: t-value between scores on Academic Stress in respect of Adolescents with Depressive and Non depressive trait of Personality

Depressive 33 11.81 5.99

5.06**

Non-Depressive 32 5.31 4.16

A glance at table shows that the mean score on academic stress of adolescents having depressive personality trait is 11.81 with a standard deviation of 5.99. In the case of students having non- depressive trait of personality the mean score is found to be 5.31 with a standard deviation of 4.16.

These mean scores differ significantly because the t-value comes out to be 5.06 which is significant at .01 level of significance. It indicates that students with depressive and non- depressive personality trait differ significantly with respect to academic stress. Therefore the null hypothesis that adolescents having depressive and non-depressive trait of personality do not differ significantly on their academic stress, is rejected.

It can be observed from the mean scores that adolescents with depressive personality trait experience more academic stress compared with their non depressive counterparts. Depression is a common disorder that impacts an individual's ability to perform life activities, including those required by the school or college. Furthermore, perusal of the existing literature also supports for the fact that depression in adolescents is associated with a broad range of stressors including academic stress. Because of lagging behind in academic performance depressive adolescents might be facing more academic stress.

Table – 6: t-value between scores on Academic Stress in respect of Adolescents with Emotional Instability and Emotional Stability trait of Personality

Academic Emotional Instability 26 11.03 6.12 4.43**

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Stress Emotional Stability 44 5.81 3.73

Table depicts that the mean score on academic stress of adolescents having emotional instability personality trait is 11.03 with a standard deviation of 6.12. In the case of students having emotional stability trait of personality the mean score is found to be 5.81 with a standard deviation of 3.73. These mean scores differ significantly because the t-value comes out to be 4.43 which is significant at .01 level of significance. It indicates that students with emotional instability and emotional stability personality trait differ significantly with respect to academic stress. Therefore the null hypothesis that adolescents having emotional instability and emotional stability trait of personality do not differ significantly on their academic stress, is rejected.

Adolescents with emotional ‗instability personality‘ trait experience more academic stress as compared to those with emotional stability. Reason for this is quite evident as adolescents who are emotionally stable have the capacity to maintain their emotional balance even under stressful circumstances. On the other hand emotionally instable adolescents would experience high levels of both positive and negative emotional states, a kind of "emotional roller coaster" which may also result in enhancement of academic stress in them.

Educational Implications of the Study

1. The identification of the positive link between depressive personality trait and academic stress represents an important step toward developing preventive interventions for adolescents. One target for preventive interventions could certainly be to reduce the burden on adolescents by decreasing their exposure to stress. These might include efforts to reduce stressors in the family environment as well as in the school environment. However, given the limited control that can be gained over young people's exposure to many forms of stressful situations, an even more important intervention is to increase adolescents' abilities to cope with stress.

2. Suspicious adolescents have been found to have more academic stress. Hence parents should try to generate trust in adolescents by letting them know that they can trust their parents.

Parents should always try to convince their children at this stage specifically that the home and neighbourhood is safe, and that he/she is loved and an important member of the family.

3. Since emotional instability was found to have a positive correlation with academic stress, parents and teachers should try to develop emotional intelligence among students through their day to day interactions with them. They should try to help the students develop the ability to comprehend and regulate feelings and emotions of the self and others. Adolescents must be encouraged by their parents to express their feelings in a desirable way and to a desirable extent.

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8 References

Asendorpf, J.B., & Wilpers, S. (1998). Personality effects on social relationships. Journal of Personality and Social Psychology, 74, 1531–44.

Bolger, N., & Zuckerman, A. (1995). A framework for studying personality in the stress process. J. Personal.

Soc. Psychol, 69, 890–902.

Byrne, D. G., Davenport, S. C., & Mazanov, J. (2007). Profiles of adolescent stress: The development of the adolescent stress questionnaire (ASQ). Journal of Adolescence, 30, 393-416.

Elkind, D. (2001). The hurried child: Growing up too fast too soon (3rd Ed.) Cambridge, MA: Perseus Publishing.

Grant, S., & Langan-Fox, J. (2007). Personality and the occupational stressor-strain relationship: the role of the Big Five. J. Occup. Health Psychol. 12, 20–33.

Gunthert, K.C., Cohen, L.H., & Armeli, S. (1999). Role of neuroticism in daily stress and coping. Journal of Personality and Social Psychology, 77, 1087–1100.

Hains, A.A. (1994). The effectiveness of a school based, cognitive-behavioral stress management program with adolescents reporting high and low levels of emotional arousal. School Counselor, 42 (2), 114-126.

Jiandong S et. al (2016). Bullying and Educational Stress in schools in East Asia. In ―Ending the torment:

tackling bullying from the schoolyard to cyberspace‖ (pp. 131-138). New York: United Nations.

Kellough, R. D., & Kellough, N. G. (2008). Teaching young adolescents: Methods and resources for middle grades teaching (5th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Lee-Baggley, D. Preece, M., & DeLongis, A. (2005). Coping with interpersonal stress: role of Big Five traits. J. Personal. 73:1141–80

Miller, S. M. (1981). Predictability and human stress: Toward a clarification of evidence and theory. In L.

Berkowitz (Ed.). Advances in experimental social psychology, 203–256.

Penley, J. A., Tomaka, J. (2002). Associations among the big five, emotional responses, and coping with acute stress. Personal. Individ. Differ, 32, 1215–1228.

Rose, J. (2005). Adolescence. In E. Rayner (Ed.) Human Development. An introduction to the psychodynamics of growth, maturity and aging. New York: Routledge.

Selye, H. (1974). Stress without distress: Philadelphia: Saunders.

Selye, H. (1983). The stress conflict: Past, present, and future. In C. L. Cooper (Ed.), Stress research, New York: Wiley.

Suls, J., & Martin, R. (2005). The daily life of the garden-variety neurotic: reactivity, stressor exposure, mood spillover, and maladaptive coping. J. Personal. 73:1485–509

Vollrath, M. (2001). Personality and stress. Scand. J. Psychol,.42, 335–347 .

Vollrath, M., & Torgersen, S. (2000). Personality types and coping. Personal. Individ. Differ, 29, 367–378.

Wilburn, V. R., & Smith, D. E. (2005). Stress, self-esteem, and suicidal ideation in late adolescents.

Adolescence, 40 (157), 33-45.

Wiles, J., Bondi, J., & Wiles, M. T. (2006). The essential middle school (4th ed.). Upper Saddle River, NJ:

Pearson Prentice Hall.

Williams, P.G., Holmbeck, G.N., & Greenley, R.N. (2002). Adolescent health psychology. Journal of Consulting and Clinical Psychology, 70, 828-842.

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Teachers’ attitude towards Moral Development of Basic School Pupils in Ilorin South Local Government area, Kwara State, Nigeria

Ajidagba, U. A¹, Saidu, Abubakar² and Ajiboye, S. K³ Sr. Lecturer and Assistant Lecturer

1&2

Department of Arts Education, Faculty of Education, University of Ilorin, Ilorin, Nigeria &

3Department of Counsellor Education

Faculty of Education, University of Ilorin, Ilorin, Nigeria Email: abubukola@yahoo.com

Abstract

The main focus of this research was to investigate the Attitudes of Teachers in Ilorin South Local Government Area of Kwara state towards moral development of Basic school pupils. Specifically, the study sought to determine the attitude of teachers towards moral development of Basic school pupils based on gender and qualifications. Descriptive design of survey type was adopted in this study. Two hundred and eighty (280) Basic school teachers were selected from 2,796 Basic school teachers in Ilorin South Local Government Area of Kwara State using proportionate stratified random sampling technique. The instrument that was used to gather data in this study was a questionnaire titled “Teachers‟ Attitudes towards Moral Development of Basic School Pupils Questionnaire” (TAMDBSPQ)

The results showed that there is no significant difference between male and female teachers‟

attitudes towards moral development of Basic school pupils. Also, it was revealed that there is significant difference in the attitudes of teachers toward moral development of pupils based on qualifications. Based on these findings, a number of recommendations were made; one of which is that teachers should be more warmth and supportive as these traits create a bond between teachers and pupils which in turn can enhance the likelihood that pupils are motivated to listen to and respond to teachers‟ messages.

Background to the Study

As the social order in the society is changing, Humans are now highly fascinated by the technological revolution, which has not only improved global interaction, but has also raised unethical practices. It can be clearly observed that material gains have taken priority over virtue.

Mujtaba (2005) opined that man has equipped himself with the tools of industry and experimental science and has abandoned the good merits which are expected and needed to guard his soul from being destroyed. Lying, stinginess, hypocrisy, oppression, selfishness and other lowly characteristics are now very common in the society and these have resulted in the fall of human virtues. Both sociologists and psychologists according to Mujtaba (2005), attest to the fact that

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without excellent virtues and spiritual guidance, man would wander through the path of surface which cannot lead him to the peak of greatness and perfection.

The word moral implies the ability to distinguish between the right and wrong. It is somehow related to man‘s conduct or individual‘s behaviour. Ojo and Osuyi, (2010) opined that moral concerns itself with good side of behaviour. It thus deals with good character, right or proper conduct or righteousness. No child is born moral or immoral. This is because new born infant is unaware of, and is unaffected by the concept of morality. That is to say the infant is ignorant of what the group expects. His actions / behaviours cannot be taken as intentional deviation from the group‘s norms which imply immorality (Hurlock, 1978).

Moral development is a way by which pupil is guided to enable him/her take decision wisely and display good behaviour. For a better understanding of the concept of moral development, a consideration of the plethora of major theorists that have developed perspectives and approaches to how the human beings develop such a complex idea of morality is a necessity. When viewing the moral thought approach, one must consider the psychoanalytical works of Piaget in that he postulated that the characteristics of moral development as something that is distinguished between heteronymous morality of younger children and the autonomous morality of older children (Santrock, 1996). Piaget‘s formation of moral development is viewed through stages of life that begin with the most basic needs and continues into a formal operational thought process that extends into adolescent years (Santrock, 1996). Another psychoanalytical approach presented by Freud investigates the development of self through the Id, Ego and Superego and the various conflicts that arise during early stages of a child‘s development. The key within Freud‘s theory is how the child identifies with the parental figures and the way in which conflicts during those developmental years are solved by the child through the various aspects of the development of the self.

The most noted theorists in moral development is Kohlberg with his work pertaining to levels of moral convention with influences from peers, cognitive development and conflict, as well as perspectives or the phenomenological approach of the child. His social cognitive approach to moral development combines the approach by Bandura in that moral development is best understood through the context of social situations, judgments and cognitive factors that pertain to self control and perception of self within the social setting. In the very recent times, there has been an approach developed by Gilligan that refutes the works of Kohlberg by indicating the underrepresented aspect of a feminine approach to morality (Berk, 1999). The feminine approach by Gilligan states that researches on moral development have been limited by too much attention to rights and justice (a ‗masculine‘ ideal) and too little attention to care and responsiveness (a

‗feminine‘ ideal) and the females tend to stress care and empathic perspective taking, whereas males either stress justice or use justice and care equality. This approach brings forth the ideology

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that real life is the arena in which moral development occurs and their differences in perceptions throughout gender groups.

Oladipo, (2009) submitted that teachers and parents are responsible for immediate moral development of pupils. In other words, parents are assumed to be the first to inculcate good moral values on their children while school teachers compliment parent efforts. This connotes that parents also depend on teachers for further moral development of their children. Henson, (2000) found that educational institutions are one of the places where moral values could be achieved essentially due to the exposure of valuable concept through teaching/learning process. Teachers are assumed to be moral facilitator who could take some responsibility for developing good moral behaviours in children.

Teacher plays a key role in moral development of the pupils. In the school, teachers provide ethical training to the pupils by reinforcing pupils‘ desirable behaviour and extinguishing their undesirable behavior (Wing, 2009). This connotes that the teacher has a powerful impact on the student‘s behaviour as well as his or her learning motivation. The way teacher interacts, tactics he/she (teacher) uses in dealing with pupils, school codes and rules, curriculum, are all very germane in moral grooming of pupils. Oladipo (2009) spelt out some the following roles teachers play in moral development of pupils:

(a) Helping children to understand character traits and values.

(b) Teaching behaviours that are right and correct those are wrong to pupils in school

(c) Function as role models to pupils. This does not imply that all teachers are good role models to pupils and that all teachers teach good morals. Yet the fact remains that teachers have very important roles to play in the moral development of the pupils

(d) Teaching of the importance of honesty, dedication and right behavior (e) Ensuring full implementation/delivery of the moral lesson in the curriculum

The society is constantly changing and its impact can be seen from the behaviour and attitude of children. Social crimes such as rape, robbery, and kidnapping, use of drugs, bullying, and dishonoring parents have increased in the recent years in Nigeria. In this regard, it is paramount to find out the attitude of teachers, who are regarded as the custodian of morals, towards moral development of Basic school pupils in Ilorin South Local Government Area, Kwara State.

Research Questions

Based on the purpose of the study, the following research question was raised and answered:

(a) What are the attitudes of Basic school teachers toward moral development of pupils in Ilorin South Local Government Area of Kwara State?

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12 Research Hypothesis

Ho1: There is no significant difference between male and female teachers‘ attitudes toward moral development of Basic school pupils in Ilorin South Local Government Area.

Ho2: There is no significant difference in the attitudes of Basic school teachers to moral development of Basic school pupils based on educational qualifications.

Purpose of the Study

The main purpose of this study was to investigate the attitudes of Basic school teachers in Ilorin South Local Government Area of Kwara State toward moral development of the pupils.

Specifically, the study investigated the:

(a) attitudes of Basic school teachers toward moral development of pupils in Ilorin South Local Government Area of Kwara State

(b) difference in the attitudes of male and female teachers to moral development of Basic school pupils in Ilorin South Local Government Area

(c) difference in the attitudes of Basic school teachers towards moral development of pupils in Ilorin South Local Government Area based on educational qualifications

Operational Definition of Term

Moral Development: the way pupils acquire the do‘s and don‘ts of the society especially in accordance with the norms and value of their society.

Methodology

The research design adopted for this study is the descriptive design of survey type. Survey research requires systematic collection of data or information from population or sample of the population through the use of scale opinion questionnaire (Abdullahi, 1995).

The population of this study comprised all Basic school teachers in Ilorin South Local Government Area. Daramola (1995) opines that research population is generally a large collection of individuals or objects that is main focus of the study. In Ilorin South Local Government Area of Kwara state, there are 2,796 Basic school teachers in all the 88 Basic schools. The Basic schools comprise 59 Lower Basic schools and 29 Upper Basic schools. Proportionate stratified random sampling technique was used to select 280 Basic school teachers from 30 randomly selected Basic Schools. Two hundred (200) teachers were randomly selected from twenty (20) Lower Basic schools and Eighty (80) teachers were randomly selected from ten (10) Upper Basic schools. The two hundred and eighty (280) selected Basic school teachers formed 10% of the total population.

The instrument used by the researcher to collect data for the study is a questionnaire tagged Teachers‘ Attitudes to Moral Development of Basic School Pupils Questionnaire (TAMDBSPQ).

The questionnaire which is a researcher-designed questionnaire contains two sections, sections A and B. the section A was used to elicit information on the personal data of each respondent such as

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gender and educational qualification while section B contains 20 items which sought information on the teachers‘ attitude to moral development of pupils. For the reliability of the instrument, split- half technique and Pearson Product Moment Correlation Coefficient were used and a coefficient of 0.76 was obtained.

Mean rating was employed to answer the researcher question. The t-test statistic was used in testing the hypothesis one while the Analysis of Variance (ANOVA) was used to test hypothesis two. According to Alhasan, (2008) Analysis of variance (ANOVA) is a statistical procedure well suited for testing differences among three or more means of variables.

Results

Research Question One: What are the attitudes of Basic school teachers towards moral development of Pupils in Ilorin South Local Government Area of Kwara State?

Table 1: Percentages, Mean scores and ranking of respondents’ on the teachers’ attitudes toward moral development of pupils

The data in table 1 revealed the attitudes of Basic school teachers toward moral development of pupils in Ilorin South Local Government Area of Kwara State. Eight out of the ten items were various forms of attitudes displayed by Basic school teachers toward moral development of pupils because the mean scores are above 2.50 which is the cut-off for decision since the response is patterned after the four-point Likert Scale Format. ―I raise appropriate character-related issues that emphasize positive values in the course of my teaching‖ ranked highest followed by ―I model desirable character traits to my pupils‖ and I provide an open atmosphere in the classroom to nurture morals ranked 3^rd. Furthermore, maintenance of cordial relationship with pupils, punishing pupils whenever they misbehave and rewarding their acceptable behaviours are some of the attitudes of Basic school teachers toward moral development of pupils. The items 9 and 10, ―I used well-behaved pupils as role models for others and ―I encourage pupils to emulate well behaved personalities in the societies‖ respectively were not perceived as the attitudes of Basic school teachers toward moral development of pupils because the mean scores are below 2.50.

S/N As a Basic school teacher, Mean Rank

06 I raise appropriate character-related issues that emphasize positive values in the course of my teaching

3.89 1^st 01 I model desirable character traits to my pupils 3.64 2^nd 03 I provide an open atmosphere in the classroom to nurture morals 3.37 3^rd 07 I take morality more important than academic activities in school 3.05 4^th 02 I maintain cordial relationship with my pupils 2.98 5^th

05 I punish pupils whenever they misbehaved 2.96 6^th

08 I reward accepted behaviours among my pupils 2.94 7^th

04 I organize moral talks for pupils periodically 2.87 8^th 09 I used well-behaved pupils as models for others 2.28 9^th 10 I encourage pupils to emulate well behaved personalities in the

society

1.68 10^th

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14 Hypotheses Testing

Ho1: There is no significant difference between male and female teachers‟ attitudes to moral development of Basic school pupils in Ilorin South Local Government Area.

Table 2: Means, standard deviation and t-test analysis on male and female respondents’

attitude to moral development.

Table 2 above shows that the calculated t-value of 0.79 is less than the critical t-value of 1.96 at 0.05 levels; hence, the hypothesis is accepted. Therefore, there is no significant difference between male and female respondents in their attitudes toward moral development of Basic school pupils in Ilorin South Local Government Area of Kwara State.

Ho2: There is no significant difference in attitudes of Basic school teachers to moral development based on educational qualifications

Data were analysed using ANOVA. The results tested at 0.05 level of significant are as presented in table

Table 3: ANOVA analysis of differences in attitude of primary school teachers to moral development based on their educational qualifications

Source of variance Sum of

Square

Df Mean

Square

Calculate F-ratio

Critical f-ratio

Remark

Between group 2441.25 3 813.75

3.52 2.60 Rejected

Within Group 65160.34 276 236.08

Total 67601.59 279

The result revealed a calculated f-ratio of 3.52 which is higher than the critical f-ratio of 2.60, hence, the hypothesis was therefore rejected. This implies that a difference exists among the respondents based on the educational qualifications.

Discussion of the Findings

The study revealed attitudes of Basic school teachers towards moral development of pupils. Some of the attitudes are raising appropriate character-related issues that emphasize positive values while teaching, modeling desirable character traits to pupils and providing an open atmosphere in the classroom to nurture morals. Others include, maintenance of cordial relationship with pupils, punishing pupils whenever they misbehave and rewarding their acceptable behaviours. This corroborates the findings of Oladipo (2009) that teachers model desirable character traits to pupils, Gender No Mean x S.D Df Calculate t-value Critical t-value Remark

Male 185 73.46 1246 278 0.79 1.96 Accepted

Female 95 75.36 1075

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provide an open atmosphere in the classroom to nurture morals and maintain cordial relationship with pupils.

It was also revealed that attitudes of male and female Basic school teachers toward moral development of pupils were not significantly different. This is contrary to the findings of Berk (1999) which revealed that there is a significant different in the attitudes of teachers based on gender. He established that female teachers are more sensitive to moral development of pupils than their males counterpart.

Conclusion

Teachers‘ roles in moral development cannot be overemphasized. Parents depend on teachers to develop the pupils morally, either in training or as models to the children.. Stakeholders often belabor the school to in testify effort on certain weak areas either in mathematics or other core discipline to the detriment character development aspect. Part of the implication is that the school itself knows that what is uppermost in the mind of the state holder is purely cognitive and psychomotor, on these they don‘t want to take less against character development.

Recommendations

Based on the findings of the study, the following recommendations were made;

a. Teachers should try as much as possible to provide the most constant and visible models of behaviours associated with character development. They can also help to identify other models of the character traits they want their pupils to develop by raising appropriate character-related issues in discussions of daily events.

b. Teachers should be more warmth and supportive as warm and supportive bond between teachers and pupils can enhance the likelihood that pupils are motivated to listen to and respond to teachers‘ messages.

c. The moral development agents should work together as a team and provide an environment where the young personality thrives and emerges winner in every aspect of life

References

Berk, R. (1999). Introduction to reference sources in health sciences. In Journal of American Society for Information Sciences. 37 3

Daramola, S.O. (1995). Sample and sampling technique. In S.A. Jimoh, (Ed) Research methodology in education: An interdisciplinary Approach. Ilorin: University of Ilorin press.

Henson, R. K. (2000). Perceived Responsibility of prospective Teachers for the moral Development of their students. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Bowling Green, KY, November 15-17, 2000).

Hurlock, (1978), Child development. In Ogunlade and Olabisi. Introduction to development psychology.

Nigeria: INDEMAC (Nigeria Publishers) limited.

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Kohlberg L (1969). Stage and Sequence: The Cognitive-Developmental Approach To Socialization. In: D Goslin (Ed.): Handbook of Socialization Theory and Research. Skokie, Rand Mcnally, pp. 347-480.

Mujitaba, M. L (2005) Youth and morals.

Morgan,C. and King, J (1979). Introduction to psychology. New York: Mc Graw – Hill, co Ojo, E.G. and Osuyi, U.S.A. (2010). Religion and moral education.

Olasehinde, F.A.O (1995). Constructing and using data gathering instruments. In S.A. Jimoh (ed). Research methodology in education: An interdisciplinary Approach. Ilorin: University of Ilorin

Santrock J. W. (1996). Adolescent: an introduction. Madison: Brown and Benchmark Publishers

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Exploring the Optimum Utilization of Interactive Whiteboards in Classrooms

Reshma Wadhwani¹ & Jessy Abraham²

1 Research Scholar & ²Professor Deptt. of IASE, Jamia Millia Islamia, Email: reshmavats@gmail.com; jabraham@jmi.ac.in Abstract

The information and communication technologies in the form of interactive technologies have entered a big way in the realm of education. The most talked about Interactive whiteboard has already entered thousands of classrooms across country. It therefore becomes pertinent to explore full potential of Interactive Whiteboards and assess the level of optimum utilization of this so called

„Kids Magnet‟ in classroom setting. This paper tries to find out through observation of about 25 classrooms having IWB using an Observation schedule developed by researcher. This tool was 19 items and is built on a five point scale. This paper tries to find out the gaps where IWB is not being used by teachers up-to its full potential. The researcher using the observation method critically tries to assess real use of IWB in the class. The key findings suggest that in most of the indicators IWB‟s usage in terms of use of variety of tools available is at the moderate level but this interactive tool surely is successful in enhancing the participation, enthusiasm and motivation of students. This particular study has tried to focus on one of the objectives of a bigger and comprehensive study to explore the efficacy of Smart Classrooms in Indian scenario.

Keywords: Interactive Whiteboard, Smart Class, Potential, ICT, Interactivity

The first teaching tool blackboard—entered into classrooms way back in 1801 and had a deep impact on the process of teaching over the next 200 years.( Betcher & Lee, 2009 ) Blackboard became a key part of teaching learning process in the nineteenth- and twentieth century classrooms. In a similar way the IWB has the capability to become a revolutionary teaching tool synonymous with the new digital classrooms of the twenty-first century which finally has potential to transform schools from traditional pen and pencil model to a more integrated digital mode of operation. It has all the potential of the digital learning which the ever evolving and exciting digital world brings with it. The number of schools and teachers using IWB has been gradually increasing over years. The fact is that it takes several years for school and teachers to truly shift the deep rooted culture and get all the stakeholders ‗thinking digitally‘.

A smart classroom is technology driven, primarily when it uses latest electronic hardware and software, to enhance the teaching and learning atmosphere within it. With an ever changing and improving technology, the parameters of a smart classroom cannot be fixed. Innovation is the demand of the day. As of date, the choice to include technology is beyond imagination. However

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the need of the hour is to incorporate whatever it takes to, build an atmosphere which can bring out the best of the ability of a teacher and in turn to build confidence and psyche of students so as to motivate them in setting higher goals in life and achieving them.

With an interactive whiteboard and a projector, teachers can control desktop applications and documents directly from the board (Becta 2003, 2008). They can also teach on the move with the wireless pen tablet, poll students on lesson comprehension with assessment, and save notes and drawings that can be shared or integrated into other materials with ink recorder. Tablets allow teachers to move around the room and monitor students during lessons without approaching the whiteboard and getting in the visual field of students. Tablet also helps students get involved without walking to the front of the room. Teachers can show examples from books or worksheets to the class, and the zoom feature helps students see clearly. Teachers might also use IWB to transfer documents into lessons quickly. They can also access the several online websites to share lessons and templates, which can be modified by colleagues to suit their particular needs. Teachers might also create a lot of their own lessons to introduce new concepts and share these lessons with other teachers. Unlike a traditional teaching board, IWBs support the creation of objects that can be dragged and moved by students. They enable multiple sensory inputs in multimedia forms like text, images, audio, video and animation. They allow the hyper-linking of resources so that objects can become clickable and this highly interactive digital environment goes a long way in providing an explorative, manipulative environment that promotes constructivist-type learning experiences.

In a UK study by Glover and Miller (2001), called Missioners, Tentative and Luddites they identified three basic categories of teachers that happen to map nicely against these three phases.

The ‗Missioners‘ are those teachers who really get it. They have been to some training, they have regular access to an IWB in their classroom and they are starting to fly with it. Their teaching style is evolving to suit the new technology and they are starting to see the myriad of possibilities for doing new things in new ways. In many schools, these are the teachers on a mission to spread the word about how amazing they find the IWB. The ‗Tentative‘ are willing to give it a go, but are still just getting their head around the whole IWB concept. They use the boards, they see some advantages and they are learning all the time. They are not the IWB masters just yet, but they are positive and willing to play the game. These are often the teachers who are still doing the old things but in new ways, and they probably form the bulk of teaching staff at the moment. With some more training, a bit of hand holding and the right support, it is only a matter of time before these teachers are coming up with their own new and creative ways of using IWBs to help students learn better. The ‗Luddites‘ still don‘t quite get it. For the most part they persist in teaching the same way they always did and see the IWB for its inconvenience rather than its potential. They do not yet fully appreciate that if they would only just rethink some of their approaches to teaching to take advantage of the IWBs strengths, things could change very quickly. They continue to use the

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IWB in the same way they use a regular whiteboard, if indeed they use it at all, and then wonder why it does not make a noticeable difference to student learning.

After checking out this support of previously done research by Glover and Miller, the present research work entails the critical observation of the researcher to study in depth the utility of IWB in classrooms. An extensive review of literature was done by the researcher in order to find out the real potential of IWB. Several online websites of Smart Class manufacturers was also studied to understand how different kinds of basic and advanced tools are used in the software. It was found that there are multiple tools in the IWB which are still untouched for the optimum utilization of the IWB/ smart class program although still with the only 10% utilization of IWB project the teaching and learning gets tremendously enhanced. Here the researcher tried to observe lessons and tried to assess the motivational level and enthusiasm level of students in classrooms where IWB is used by teachers in their classrooms.

The tools used in the IWB like video, pointer, stylus, animation are all attention seeking for the kids which involve them in the smart class Capability or capacity of teachers was also accounted in this study for implementing the technology based lesson plans and also the technical, conceptual and pedagogical interaction between the IWB with teachers and students was assessed.

Objectives: To explore level of optimum utilization of IWB during teaching-learning process of Class VI science students.

Sample: 25 Classroom Observations of Class VI Science of Schools using Interactive whiteboards in their classrooms

Research Tool Used: The Observation Checklist was devised by researcher to record the observations for Teaching in Classroom where Interactive White Board (IWB) is used to record the attention and attentiveness of students and also to check the optimum utilization of Interactive Whiteboards in classrooms. The researcher did non participatory observation and would sit at the back of the class and then observe minutely the entire classroom processes on all the key indicators given in the observation schedule.

Operational Definition:

Optimum Utilisation: optimum Operational utilisation of a particular product refers to usage of that product up to its full potential. In this study this refers to the level of usage of an Interactive Whiteboard by a teacher in the class. It is seen that IWB software has got variety of tools which a teacher can use if she has got proficiency in handling the software.

Analysis and Interpretation of Data

Table1: Features used by the teachers while teaching (N=25)

S.No. Tools used Number of teachers

1. Pause 2

2. Video 21

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3. Pause & Video both 1

4. Pointer, Stylus, Animation & Audio 1

This Observation was done by researcher to find about the Interactive features used by the teachers while teaching in classrooms and was specifically done to understand about the awareness among the teachers about the gamut of interactive features which are present in the Interactive Whiteboard software. It was observed while class room teaching using IWB software that Videos or animations were used maximum by teachers. There were very less instances of teachers using any other feature in classroom teaching. With the advent of new technologies in India the teachers of IWB schools are keen to learn to enhance their pedagogical approach in their teaching while using the tools available in the IWB program. It was observed while class room teaching using IWB software that Videos were used maximum by teachers. The results showed that 21 teachers used videos to explain their concept covered in the subject, 1 teacher used pointer, stylus, and animation & audio, 2 teachers used pause button and 1 used pause and video both.

Fig.1 Tools used

Table no.2: Time taken to set up the board N=25

S. No. Time duration Number of teachers

1. Less than 5 min 7

2. 5-10 minutes 18

3. More than 10 min Nil

It was also attempted to find out that how much time does a teacher take to set up the board and formally begin class. This observation was also done to check the proficiency of teachers while using Interactive Whiteboards. No teacher took more than 10 minutes to set up their board, 18 teachers reported that they used 5-10 minutes to set up the board in the class whereas 7 teachers reported that they take less than 5 minutes in setting up the program for the class.

Fig.2 Time Duration

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Table No.3: The teacher’s ability to work on IWB N=25

S. No. Teacher’s ability Number of teachers

1. Beginner 6

2. Intermediate 18

3. Advanced 1

This particular observation was done to find out about the teachers level of ability of working with the Interactive Whiteboard. In majority of the classes the teachers‘ ability was found to be at the intermediate level. On the dimension ability to work on the board, the results showed 18 teachers at the intermediate level, 6 teachers were at the beginner‘s level and only 1 teacher showing the advance level of ability of using Interactive Whiteboard.

Fig 3: Teacher’s ability to work on IWB

Table no.4: The IWB tools most commonly used by the teachers N=25

S. No. IWB tool most commonly used Number of teachers

1. Animated Module 8

2. Video Module 9

3. PPT 5

4. Stylus 1

5. Smart School Tutor 1

On the dimension most commonly used tools in the class .the results showed that 9 teachers used video modules, 8 teachers used animated modules, 5 teachers used PPT for explaining their content to the students, whereas 1 teacher used stylus and 1 teacher used smart school tutor tool in the class. In majority of the cases probing deeply it was found that teachers were not even aware about the plethora of interactive tools which are already present in the system which can further be used to make their classroom environment livelier.

Fig 4 : IWB Tools most commonly used

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Table no: 5: Technical Interactions between Teacher and IWB N=25

Not at all To small extent Moderately To a large extent Always

Nil 6 18 1 Nil

This observation was specifically done to assess about the technical interaction between teacher and IWB. On the dimension technical Interaction between teacher and IWB, the results showed that 18 teachers had moderate level of interaction with IWB, 6 teachers showed small extent of interaction between the teachers and the IWB and 1 teacher showed technical interaction to a large extent.

Fig 5: Technical Interaction between teacher and IWB

Table no.6 Physical Interaction between Teacher and IWB N=25

Not at all To small extent Moderately To a large extent Always

Nil 11 10 4 Nil

On the dimension physical interaction between teacher and IWB,11 teachers showed interaction at the small extent , 10 teachers scored on moderate level of interaction and only 4 teachers showed large extent physical interaction between the teachers and IWB.

Fig 6: Physical Interaction between teacher and IWB